Making Good Choices: A Support Guide For Edtpa Candidates

MAKING GOOD Planning
CHOICES Instruction
_______________________________________________________
Assessment
A Support Guide for
edTPA Candidates Analysis of
Teaching
Academic
Language
2017-2018
Copyright © 2017 Board of Trustees of the Leland Stanford Junior University. All rights reserved. The edTPA
trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA
trademarks is permitted only pursuant to the terms of a written license agreement.
Table of Contents
Introduction ....................................................................................................................................
2
Getting Started ............................................................................................................................... 3
Task 1: Planning for Instruction and Assessment ......................................................................... 11
Task 2: Instructing and Engaging Students in Learning ................................................................ 22
Task 3: Assessing Student Learning .............................................................................................. 33
Introduction1
This support guide will help you make good choices as you develop artifacts and commentaries
for your edTPA assessment. This document is not a substitute for reading the handbook.
Instead, it should be used as a reference where you can find supplementary advice for
completing specific components of edTPA as needed.
On the pages that follow, each section of this document addresses key decision points that you
will encounter as you complete your edTPA. Use the live links from the questions in the Key
Decisions chart to locate the corresponding answers. Bold text provides specific directions to
help guide your decision-making.
Overall, Making Good Choices examines edTPA tasks within an interactive cycle of planning,
instruction, and assessment. This document will help you think about how to plan, instruct,
1
The 2017-18 version of Making Good Choices has been developed for all edTPA fields and replaces earlier versions posted on
the edTPA.com and edtpa.aacte.org websites. However, candidates completing edTPA in Special Education and Elementary
Education Task 4 are provided with another version of Making Good Choices, which addresses requirements in Special
Education and Elementary Education Task 4 separately. Contact your faculty advisor for a copy of the Making Good Choices in
Special Education or Elementary Education or go to edtpa.com. SCALE recognizes Nancy Casey and Ann Bullock for their
contributions to Making Good Choices in 2014 and 2015, respectively.
2
Copyright © 2017 Board of Trustees of the Leland Stanford Junior University.
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assess, and reflect on student learning, not only for completing edTPA, but also for effective
teaching into the future. We encourage you to discuss areas where you need additional support
with your teacher preparation instructors and examine relevant Making Good Choices sections
together.
Getting Started
Key Decisions
Planning Ahead • How do I get started with my edTPA preparation?
• What evidence do I have to submit?

• When should I discuss my Context for Learning,
Organizing including students with specific learning needs?
• How do I represent my thinking and teaching in
writing?
• How do I understand the rubrics?

Understanding the Rubrics • How do the commentary prompts align to
rubrics?
Planning Ahead
How do I get started with my edTPA preparation?

Time management is critical to the successful completion of edTPA. Begin planning for your
edTPA assessment as soon as possible. Do not procrastinate. Work steadily and regularly.
Saving time for revisions and edits will allow you to represent your best thinking in your final
portfolio.
Since it is important to understand the whole edTPA assessment before you begin, read
through the entire edTPA handbook and all of the
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support materials for your content area before you start working on your edTPA, including
any materials you may have been given by your preparation program. The specific subject-area
handbook that you will use is determined by your state licensure requirements. Once you
have selected the edTPA handbook that fits your licensure needs, be sure that you understand
the language of the rubrics so that you understand how your teaching will be assessed.
The three tasks that structure edTPA (Planning Task 1, Instruction Task 2, and Assessment Task
3) are connected together. Acquiring a complete understanding of the evidence that you need
to submit in Tasks 2 and 3 will help guide you as you plan the learning segment for Task 1.
When reading through Task 2, make a note on what you must include in the video. When
reading through Task 3, note the types of student learning that you will need to assess.
Back to Getting Started Key Decisions Chart
Organizing
What evidence do I have to submit?

For edTPA, you will submit artifacts (e.g., information about your Context for Learning, lesson
plans, video clips, copies of assessments and materials for your lessons) and written
commentaries. Response templates are provided as a structure for organizing your responses
to the Context for Learning questions and the three task commentaries.2
When completing the commentary response templates, note that there are page limits. The
handbook also specifies instances when supplemental information you may be directed to add
to the end of commentaries (e.g., citations of materials from others, transcriptions of inaudible
portions of videos, any required translation of materials from another language3, copies of
assessments analyzed) does not count towards those limits.
All of the requirements about what to submit (and information about the optional elements)
are introduced in the Summary Charts included at the beginning of each task, and then
specified in more detail in the Evidence Charts at the end of the handbook. Read the Evidence
Charts and be sure that you understand the requirements and all necessary evidence you must
submit before you start working on your edTPA. You may find it helpful to use the Evidence
2
Three additional templates are provided for the Elementary Education Handbook for a total of seven
templates for that subject area.
3
If you are submitting materials in a language other than English, see the Submission Requirements for
more detailed translation requirements and guidelines. Requirements vary by subject area.
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Charts as a checklist to ensure that you have submitted all necessary evidence according to the
requirements, including artifact format (e.g., live hyperlinks to materials are not permitted).
Portfolios with missing, inaccessible, or inappropriate evidence will receive condition codes (see
the Submission Requirements at:
http://www.edtpa.com/Content/Docs/edTPASubmissionRequirements.pdf).
When should I discuss my Context for Learning, including students with specific
learning needs?
The Context for Learning artifact allows you to describe your school setting along with the
particular features of your classroom. It informs scorers about the class you are teaching and
the teaching environment along with knowledge about the learning needs of your students and
their supports/accommodations.
In addition, you will be asked to consider the variety of learners in your class several times
throughout the handbook – see boxed text below for an example. The boxed text is included to
help call your attention to learners who might need different strategies/support to meet their
needs relative to the central focus of the learning segment. The list included in the box is not
exhaustive; you should consider all students with specific learning strengths and needs. As
appropriate, you should also make connections back to the student needs identified in the
Context for Learning Information artifact.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students with
Individualized Education Programs (IEPs) or 504 plans, with specific language needs, needing
greater challenge or support, who struggle with reading, or who are underperforming students or
have gaps in academic knowledge.
How do I represent my thinking and teaching in writing?

Although the rubrics do not address the quality of your writing (and you will not be scored on
errors in spelling, grammar, or syntax), you should be mindful that your written work reflects
your thinking and your professionalism. Writing errors may change the meaning of your
commentaries or cause it to become unclear, so proofreading is essential. When writing your
edTPA commentaries, consider the following guidelines:
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• Note the originality requirements included within the edTPA Professional Standards
and Submission Requirements. As indicated in the subject-specific edTPA handbooks,
you and your teacher preparation instructors can and should discuss how the various
aspects of edTPA connect with each other and to your preparation coursework and field
experiences, including the placement in which you complete your edTPA portfolio.
However, the specific choices that go into the planning, instruction, and assessment
tasks that are part of edTPA should solely reflect your thinking, based upon your
knowledge of pedagogy and your students’ needs. All writing should be your own –
edTPA uses software to detect plagiarism. o Originality requirements apply to settings
where co-teaching and collaborative planning may take place. Even if you are co-
teaching, collaboratively planning with another candidate or your grade-level team, or
in a context with a uniform, prescriptive curriculum4, you must be the lead teacher for
the lessons documented in the learning segment and submit original commentaries. You
may choose to incorporate help from other classroom personnel during your learning
segment (e.g., teacher’s aides or parent helpers) but, again, you must be the lead
teacher and these strategic decisions should be addressed in your commentaries. In
your Context for Learning artifact, you will explain your placement setting and any
features that influence your planning process. Your commentaries for each Task must
provide your own justification for planning decisions and analyses of your teaching and
student learning. o Outside editing support of your official edTPA submission that
includes direct revisions to the content of your writing is not permitted. Consult with
your program leaders for guidelines for acceptable support while developing your
edTPA materials.
• Respond to commentary prompts in either bulleted or narrative form.

o Page limits indicate the maximum number of allowable pages. Although you may
write up to the maximum as needed, you may not need to reach that maximum
in order to sufficiently complete your commentaries.
• Make sure to respond to every part of every prompt. Pay attention to conjunctions
(“and”, “or”). When the prompts are bulleted, make sure to address each bullet point.
o Incomplete, superficial, and unelaborated responses are not sufficient. Although
there may be a few exceptions, answering a prompt in one or two sentences will
not provide enough information for a reviewer to understand your intentions.
4
See the “Planning for Content Understandings” section of this document for more information on how
to address prescribed curricular requirements.
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• Pay attention to the verbs in the prompts. When asked to “describe,” do that: tell
about what you planned or did. When prompted to “explain,” include more detail, and
give reasons for your decisions. “Justify” requires analysis; you must explain why you did
what you did and include evidence to back up your response with supporting details.
• Move beyond showcasing or summarizing your classroom practice. Write your

commentaries in a way that shows you understand how your students learn, and
identify and analyze what you do to help them learn and the evidence of their learning.
edTPA provides an opportunity to reflect on your beginning teaching practice and what
you have learned by planning, instructing and assessing student learning. Perfect
teaching is not expected.
• Provide specific, concrete examples to support your assertions. Do not merely repeat a
prompt or rubric language as your responses to commentary prompts—you must
always include examples and evidence of YOUR teaching. For example, if you state in a
response to a prompt that most of the students were able to understand a concept, you
should provide specific, concrete examples from your students’ written or oral work
that demonstrate and support your assertions. You might point to a specific aspect of a
student’s response on an essay, project, or other assessment. In Task 2, you will submit
video evidence for your teaching. Use time stamps to direct a scorer’s attention to
specific points of instruction and provide concrete evidence for your commentary
statements. Time stamps can be approximate; they need not be accurate to the second.
• You may find some prompts repetitive across tasks. This “repetition” is intentional. Key
prompt elements that appear across tasks represent threads that tie all the tasks
together, for example, your knowledge of students or the central focus of the learning
segment. Questions that appear to be similar are couched in terms of the task that you
are completing. Therefore, when you encounter a prompt that seems similar to one you
already answered, think about how the context in which the prompt appears might
guide your response.
Understanding the Rubrics
How do I understand the rubrics?
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Each edTPA task has 5 rubrics5 and each rubric has 5 levels of scoring. As you work on
responding to the commentary prompts, refer to the associated rubrics and read them again
before and during your writing process. Carefully read the qualitative performance differences
across levels found in bold text in each of the rubric descriptions. Pay attention to the
conjunctions (“and”, “or”) in the descriptions so that you are sure to provide all of the
information required. Be sure to review the level 1 rubric descriptors carefully, as these point
out particular issues to avoid.
If there are particular rubrics that you want to unpack more deeply, your program should
support you in examining the Understanding Rubric Level Progressions (URLP) resource for
your subject area. This resource gives a detailed description of the differences in rubric levels
and provides subject-specific examples of what evidence might look like on each level.
5
Classical Languages and World Language Tasks 1 and 3 have 4 rubrics, and Elementary
Education Task 4 has only 3.
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Alignment of Rubrics and Commentary Prompts
In general, the rubrics and commentary prompts align as depicted in the charts below.
Planning Commentary & Rubrics
Rubric # 1 2 3 4 5
1 2 3 4 5
Commentary
Prompt
LSP: 1a–b, 2 ETS: 2, 3b
LSP: 2a, 3b–c
Instruction Commentary & Rubrics
Rubric # 6 7 8 9 10
2 3 4a 4b 5
Commentary
Prompt AGR: 2, 3 AGR: 4 EAL, PE: 4a–b EAL: 4c PE, AGR: 6
AGR: 5a PE: 5
AGR: 5b
Assessment Commentary & Rubrics
Rubric # 11 12 13 14 15
1 2b 2c 3 4
Commentary
Prompt
PE: 2c PE: 2d
Key:
AGR - Agriculture EAL - English as an Additional Language
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ETS - Educational Technology Specialist LSP - Literacy Specialist
PE - Physical Education
The World Language and Classical Languages Handbooks have 13 rubrics because they address
Academic Language differently than other handbooks.
Classical
Languages/
Planning Instruction Assessment
World
Language
Rubric # 1 2 3 4 5 6 7 8 9 10 11 12 13
Commentary
Prompt 1 2 3 4 2 3 4a–b 4c 5 1 2b 2c 3
Note for all fields: Although particular commentary prompts align with certain rubrics, all of the
required artifacts and commentary responses for each task are taken into account during the
scoring process. For example, your lesson plans, assessments, instructional materials, and video
are key artifacts in the scoring process that may provide relevant evidence for multiple rubrics.
So while you will not find a rubric that “scores” these items in isolation, they all inform and are
part of what will be used in evaluating your responses.
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Task 1: Planning for Instruction and Assessment
Key Decisions
•
What is my subject area emphasis?
• How do I select the central focus, student content
Planning For standards, and student learning objectives?
Content How do I develop a learning segment with a central focus?
•
What should I include in my lesson plans?
Understandings • What if I have particular lessons that I am required to
• teach in a prescribed way or if my school or grade level has
RUBRIC 16 a standard curriculum?
•
What information should I convey about my students
Knowledge of when describing my class?
• How do I support the assertions I make about my students
Students
and decisions I make regarding their learning needs? How
specific do my references to research and theory have to
• be?
RUBRICS 2 & 3
• How do I identify the academic language demands of a

Supporting
learning task?
Academic Language How do I plan instructional supports to help students use
• the identified language demands?
Development
RUBRIC 4
6
Note: Rubric numbering differs throughout the tasks for Classical Languages and World Language.
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•
Planning What kinds of assessments should I choose for my edTPA
learning segment?
Assessments
How do I allow students with specific needs to demonstrate
• their learning?
RUBRIC 5
Planning Task Key Points
Planning for Content Understandings
What is my subject area emphasis?

Every subject-specific version of edTPA has its own student learning and pedagogical emphasis
that is the foundation of the assessment. The emphasis for each subject area is stated
throughout your edTPA handbook (see handbook introduction) and in the rubrics. Pay special
attention to the subject-specific language in your handbook and be sure to address all relevant
components (usually presented as a bulleted list) for your learning segment.
Back to Planning Task Key Decisions Chart
How do I select the central focus, student content standards, and student learning
objectives?
The learning segment you develop and teach for edTPA is defined by a subject-specific central
focus for student learning. The central focus is an understanding that you want your students
to develop in the learning segment. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the
learning segment.
The standards, learning objectives, learning tasks, and assessments addressed or included in
your learning segment should all be related to the central focus. The central focus should also
take into account prior assessment of your students and knowledge of your students’ varied
development, backgrounds, interests, lived experiences, and learning levels that might further
influence students’ thinking and learning.
Each edTPA handbook provides subject-specific guidance for your planning for student learning,
so review these guidelines carefully. For each subject
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area, these guidelines address both basic types of knowledge (e.g., facts, skills, conventions)
and conceptual understandings and higher order thinking skills (such as strategies for
interpreting/reasoning from facts or evidence, synthesizing ideas, strategies for evaluating
work, etc.). When identifying the central focus of the learning segment, you must consider
conceptual understandings as well as the skills/facts/procedures that students will learn and
apply. If you focus only on teaching facts and/or following procedures without deepening
students’ understanding of related concepts, you will not fully address your subject-specific
learning focus.
Within your lesson plans you are asked to identify the state, national, or locally-adapted
content standards (relevant to your context) that you will address in the learning segment.
Though you may find many student content standards that relate tangentially to your planned
learning segment, only a few standards should be the focus of instruction. Include only the
standards that are central to the student learning that you expect to support during the
learning segment documented in your edTPA.
How do I develop a learning segment with a central focus?

As with any learning segment, decisions about what to teach should be driven by what
students are expected to learn at their particular grade level. You will want to think carefully
about how much content to address in your edTPA learning segment. The amount of content
you will address in your learning segment is a significant decision about manageability, not only
for the scope of your edTPA assessment, but also for the capacity of your students to learn
within the allotted time. While your lesson plans are not required to fall within a certain time
range, your learning segment should consist of 3–5 lessons that build towards your selected
central focus for teaching and learning, as well as the corresponding standards. District
curriculum guidelines, school goals, grade-level expectations, input from your cooperating
teacher that falls within the acceptable support guidelines, and student interests must also
be considered.
What should I include in my lesson plans?

You will submit a lesson plan for every lesson taught and documented in your edTPA learning
segment. Your lesson plans should provide enough detail
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so that educators reading your edTPA can determine the sequence of the learning objectives,
the plan for assessment, and what you and the students will be doing during each lesson. Make
sure that each submitted lesson plan is no more than 4 pages in length. If you are using a
lesson plan model that extends beyond that page limit, you will need to condense your lesson
plans to meet the page limit. However, be sure to include the following necessary lesson plan
components (also listed in your edTPA handbook):
• Relevant state-adopted, national, or other local standards used within your teaching
context
• Learning objectives associated with the standards
• Formal and informal assessments
• Instructional and learning tasks
• Instructional resources and materials
Note: Do not put explanations and rationale in your lesson plans, as scorers are instructed to
look to the commentary prompts for explanations of your thinking and justification for your
plans.
What if I have particular lessons that I am required to teach in a prescribed way or

if my school or grade level has a standard curriculum?
Many teachers teach lessons that are from published or prescriptive curriculum guides that are
required in a particular district, school, or department. In some cases, pedagogy is prescribed
by the curriculum you are required to teach. If this is the case for you, explain this in the
Context for Learning artifact. Your lesson plans and Planning Commentary should address
how you modified these lesson plans with your students’ backgrounds and/or needs in mind.
In your Planning Commentary you might describe how you selected or modified curriculum
materials to meet your students’ needs, how you adapted a lesson to meet your students’
needs, and/or how you made accommodations for particular students’ needs (e.g., providing
alternative examples, asking additional questions, using supplementary activities). When
following highly prescriptive curricula or district/school/department mandates, these changes
may be modest.
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Knowledge of Students
What information should I convey about my students when describing my class?

The Planning Task (Task 1) requires you to demonstrate your depth of knowledge of your
students in relation to the learning segment you plan to teach. Making casual references or
surface-level connections to students’ backgrounds, interests, development, and learning needs
is not enough.
In Task 1, your responses to the Context for Learning artifact prompts and the relevant Task 1
commentary prompts should provide detail on the class demographics7; significant subgroups
of students with similar characteristics; and students’ varied strengths (including personal,
cultural, and community assets), language development, and learning needs. Your written
commentary and lesson plans should reveal what you plan to do in the learning segment to
capitalize on their strengths and address their varied needs to help them meet the objectives
of your learning segment.
When describing what you know about your students, be sure that this information is based
on your knowledge of your students and not based on assumptions or stereotypes associated
with their age or ethnic, cultural, or socio-economic backgrounds. A good way to ensure you
are avoiding stereotypes or assumptions is to ask yourself if you would be able to back up your
assertions with evidence; if yes, include that evidence in your responses.
How do I support the assertions I make about my students and the decisions I
make about their learning needs?
When describing your students’ personal/cultural/community assets, language development,

and/or their prior academic learning, describe what the asset or prior learning encompasses
and how it is related to your learning segment. Provide specific, concrete examples to
support your assertions (e.g., refer to the specific instructional material or learning task you
have included as part of Task 1). Consider a variety of data sources and evidence about your
7
If you need guidance when selecting school setting, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp ) or consult with your placement school administrator.
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students’ interests, backgrounds, cultural/linguistic resources, lived experiences, and other
information that helps you to determine the instructional approaches best suited to their
strengths and needs (academic, social emotional, behavioral, etc.).
Do not merely repeat prompt or rubric language as your responses to commentary prompts—
you must always include examples and evidence of YOUR teaching. For example, if you
suggest that most of the students have not yet learned a concept or skill, you need to provide
specific and concrete example(s) from your students’ written or oral work or prior academic
learning that demonstrate and support your claim. And, when describing assets, be specific
about the ways in which the learning tasks or approaches incorporate what your students bring
to the classroom – not as deficits but as strengths.
How specific do my references to research and theory have to be?
When including research/theory in your edTPA, you should justify why you are doing what you
are doing. Justify your instructional choices from your plans, i.e., your choice of teaching
strategies, materials, and the learning tasks you plan for students. You may include the
principles of research and theory you have learned in courses in your preparation program,
your independent reading, or elsewhere. Draw upon educational philosophy and specific
theories of development, learning, group work, and motivation, as well as conceptions and
research-based practices of the discipline you are teaching.
The theoretical concepts and lines of research included in your edTPA should support/inform
your instructional decisions. Do not merely mention a textbook author, name-drop a theorist
(e.g., Vygotsky or Bloom said), or describe a concept without making an explicit and
welldeveloped connection between the theory/research and your plans for instruction and
knowledge of your students. Be sure your justification centers on instructional and support
choices that move the students toward meeting the lesson objectives.
Formal citations are not required when referencing research/theory – only when referencing
copyrighted materials such as textbooks. If you do list citations, provide them at the end of the
commentary; they will not count toward the page limits.
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Supporting Academic Language Development
How do I identify the academic language demands of a learning task?
Academic language is the “language of the discipline” used to engage students in learning and
includes the means by which students develop and express content understandings. It includes
the oral and written language and visual representations used for academic purposes. Your
plans for language development in edTPA should address how you support your whole class
to be able to understand and use academic language, including English Learners, speakers of
varieties of English, and native English speakers.
Language demands include the oral, visual, and written language that students need to
understand and use in order to complete learning tasks successfully within your learning
segment. Academic language demands are so embedded in instructional activities that you
may take many for granted, especially when you are a subject-matter expert. It is
therefore important to examine learning tasks and consider what language your students
need to
• Understand (what will they need to read, listen to, think about);
• Communicate (what will they need to speak about, write about, connect to); and
• Perform (what will they need to sing, play, demonstrate, express, read, create and
expectations for acceptable forms).
edTPA requires you to

• Identify particular language demands in relation to a chosen learning task AND
• Plan and describe instructional supports that will help students understand and use the
language you have identified.
These language demands include a language function, important vocabulary and/or symbols,
syntax and/or discourse. The focus should be on new or partially mastered language demands
that are central to the planned learning tasks. To review definitions and examples of these for
your content area, look to these resources: edTPA Handbook glossary, Understanding Rubric
Level Progressions and Academic Language Handout. 8
8
For additional subject-specific examples of the function, vocabulary, discourse and syntax, see Academic
Language Handouts, Understanding Rubric Level Progressions resource, and the academic language terms in the
glossary of edTPA Handbooks by content area.
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(NOTE: Academic Language rubrics in Early Childhood handbooks address children’s vocabulary
only. World Language and Classical Languages handbooks do not include these rubrics because
language development is the focus of these fields.)
Step 1. Choose a Language Function

You will identify ONE major language function all students need to develop in order to learn
the content within your learning segment. edTPA handbooks provide a list of content
appropriate language functions from which to choose. If you do not find a function that
relates to your learning segment within the list, look to the standards and/or objectives
within the lessons of the learning segment, which often include language functions in the form
of active verbs (e.g., students will be able to explain, infer, compare, justify).
Step 2. Choose a Learning Task
You will choose a task from your learning segment where students have an opportunity to
practice your identified language function. Consider a learning task where students will practice
using language in one or more ways: speaking, listening, reading, writing, and/or performing.
Step 3: Identify Additional Language Demands

Considering both your chosen language function and learning task, identify additional language
demands that students will need to understand and use including:
1. vocabulary and
2. syntax and/or discourse
Examine instructional materials, resources and lesson plan(s) related to your learning task
(texts, assessments, and other resources) in order to identify examples of each language
demand you will need to support. For example:
• What vocabulary (subject-specific words, symbols, and general academic words) will
need to be addressed?
• What discourse structures (e.g., visual representations, essays, lab reports, or other
texts) will students need to understand, read, use, or produce? At what level of
mastery – initial or more advanced?
• What syntax will students need to understand or use (e.g., rules for structuring and
writing sentences, mathematical formulas, or composing musical rhythms).
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How do I plan instructional supports to help students use the identified language
demands?
Now that you have identified the learning task, language function, and associated language
demands (vocabulary, discourse and/or syntax), consider how you will plan instructional
supports for each of these demands. What instructional strategies and resources will you use
to help your students understand and learn to use this language?
One suggestion to help you plan your language supports is to create a chart that shows
supports that address each identified language demand. An example of such a chart is provided
below, which focuses on an elementary literacy task where students are asked to “evaluate a
friendly letter.”
Objective for a sample Learning Task: Evaluate a friendly letter
Identified Language Demand Instructional Support Examples
Function: evaluate Discuss what “evaluate” means, model

how to evaluate a different sections of a
well written “friendly letter”
Vocabulary: greeting, salutation, body… As a class, define vocabulary and create

word wall for vocabulary list
Discourse: structure and elements of a Model – discuss and identify the

friendly letter elements of a friendly letter using an
example on the smart board. Label each
element.
After creating such a chart for your own purposes, you could use this chart to write your
commentary response where you are asked to describe the language supports you have
planned for your students. This is one way to help you identify and describe the instructional
supports that will help your students understand and use the language the task requires of
them.
Remember: When completing your Planning Commentary response, be explicit about the
instructional supports/resources you have planned to address students’ understanding, use,
and development of the identified language demands. The instructional strategies/resources
must be identified as language supports within the
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commentary and/or lesson plans to be considered a support for student language
development.
For additional examples of language supports that address particular language demands within
specific content areas, see your subject-specific Academic Language Handout.
Planning Assessments
What kinds of assessments should I choose for my edTPA learning segment?
The assessments and evaluation criteria for your selected learning segment should be aligned
with your subject-specific central focus, the targeted academic content standards, and the
learning objectives. In addition, the assessments should provide opportunities for students to
show their understanding of the full range of learning objectives and all parts of the central
focus you will teach. Avoid assessments that only require students to repeat back information
or apply procedures without demonstrating an understanding of them. Choose, design, or
adapt assessments that measure how well students understand—not just remember— and
apply what they are learning. You are encouraged to use both formal and informal
assessments throughout the learning segment.
How do I allow students with specific needs to demonstrate their learning?
You may need to design alternate assessments for one or more students with IEP/504 plans or
other learning needs. In that case, the modified, differentiated versions of your selected
assessments must still measure how well students understand what they are learning relative
to the central focus, while reducing barriers to demonstrating learning and allowing students
with specific needs to express their understanding in alternate ways. You can include modified
versions of your selected assessment within the assessment evidence file you are asked to
upload in Planning Task 1.
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Planning Task Key Points
What to Include What to Avoid
• Plans for instruction that include a focus • Instruction or assessment that focuses
on developing thinking skills related to the primarily on memorization or rote
central focus (explanation, synthesis, application of facts, skills, or procedures
evaluation) in addition to skills, facts, and • Vague or incomplete planning in your
procedures lesson plans and commentary for students
• Rationale for your instructional choices in with IEP or 504 plans (disregard if you
your commentary, not your lesson plans have no students with IEP/504 plans)
Explicit justification of why your
• • Deficit or stereotypic descriptions of
instructional strategies, materials, and
students
planned supports (including supports for
• Lack of alignment between standards,
language) are appropriate for YOUR
objectives, learning tasks, and/or
students
assessments and the central focus
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Task 2: Instructing and Engaging Students in Learning
Key Decisions
• What are my professional responsibilities for
maintaining confidentiality?
• What are the features of a quality edTPA video?
Video Recording • How do I prepare my edTPA video recordings for
my learning segment?
• What resources do I need to consider (equipment,
software, and tutorials)?
• What do I look for when selecting my clip(s) that
Learning Environment demonstrate respect and rapport?
•
RUBRIC 6 9 How do I demonstrate a positive learning
environment that supports and challenges students?
Engaging Students • How do I select my video clip(s) to show active
RUBRIC 7 engagement of students?
Deepening Student
Learning • How do I show that I am deepening student understanding?
RUBRIC 8
Subject-Specific Pedagogy
• What is meant by subject-specific pedagogy?
RUBRIC 9
Analyzing Teaching
Effectiveness • What is important to consider as I propose changes to the
learning segment?
RUBRIC 10
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Instruction Task Key Points
9
Note: Rubric numbering differs throughout the tasks for Classical Languages and World Language.
Video Recording
What are my professional responsibilities for maintaining confidentiality?
You are required to obtain consent from students and other adults who appear in the video
clip(s) for your edTPA. Respecting students’ privacy and protecting yourself and your
cooperating teacher are legal, as well as ethical, requirements. Your program will provide you
with a consent form to use.
It is vitally important that you only use the video for the purpose of completing your edTPA and
that you do not share it with others publicly. Video of your teaching should NEVER be posted
in public venues like YouTube, Facebook, etc., or shared with people not involved with the
edTPA assessment without additional permission, as this violates the confidentiality of the
children you teach and their families.
While you should remove identifying information from your edTPA, we recognize that videos
submitted for scoring may sometimes include unavoidable identifying information, such as
when the name of a school is visible on a piece of clothing or on a wall in the background. In
those cases, choosing to blur that information will not count as impermissible editing. In
addition, if blurring is not possible, you will not be penalized or receive a condition code. You
and your students will still be protected, as the scoring system is secure and scorers are also
trained to keep portfolio information confidential.
Back to Instruction Task Key Decisions Chart
What are the features of a quality edTPA video?
There is no requirement or expectation for you to create a professional-quality production. The

use of titles, opening and closing credits, a musical soundtrack, or special effects must be left to
Hollywood, as reviewers will be examining only what the video shows you and your students
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doing within the learning segment. However, while it is not necessary to be technically perfect,
it is important that the quality of the video (i.e., clarity of picture and sound) be sufficient for
scorers to understand what happened in your classroom.
How do I prepare my edTPA video recordings for my learning segment?

• Read your edTPA handbook carefully to note the limits on length of clips and the
teaching and learning emphasis for your subject area. NOTE: These limits may differ
for Tasks 2 and 3.
• Advise your cooperating/master teacher and the principal at your school of your need
to video record lessons for your learning segment. If the school is new to edTPA, you
may ask your university supervisor to help facilitate arrangements.
• Although a camera operator is often unnecessary, discuss any plans for someone to
operate the camera. If you use a camera operator, look to people who already have
approval to be in classrooms (e.g., your cooperating teacher or your university
supervisor). For any others, be sure that you obtain prior approval well in advance and
that your invited camera operator knows and follows school procedures for visitors.
• Collect the necessary consent forms from a parent/guardian for your students (or, if
eligible, from the students themselves) and from adults who might appear in the
video.
• Make arrangements for the necessary video/audio equipment well in advance. If you
do not have ready access to video equipment, reach out to peers, family members, your
cooperating/master teacher, university supervisor, or university/school technology
staff.
• Consider the location of the camera relative to the activities you will need to capture.
What evidence do the rubrics call for that the camera will need to capture? Think about
where you and your students will be located in the classroom during the activities to be
shown in the video, and how that may impact filming: o Where will the
camera/microphones need to be placed in order to optimize sound quality? Ensure that
the audio within your video can be clearly heard. o Think about where to place any
student who does not have permission to be filmed, so that s/he can participate in the
lesson off-camera.
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o Ensure that your face will appear in the video at some point, at least once, for
identification purposes. o Think ahead to consider if you plan to use the video
format option to capture evidence of focus student work samples and/or
feedback for Assessment Task 3. In that case, if your focus students are not
clearly visible in the video(s) you submit as evidence for Task 2, you will need to
capture additional video that shows your focus students for that purpose.
o Try to plan ahead and minimize the need for a camera operator by scouting
locations that you can station the camera in advance. If you do need a camera
operator, meet in advance to share the lesson plan and discuss video needs.
• Practice video recording BEFORE teaching the learning segment. Practice will provide a
chance to test the equipment for sound and video quality, as well as give your students
an opportunity to become accustomed to the camera in the room.
• Try to record the ENTIRE set of lessons in your learning segment. Recording more than
what you plan to submit for edTPA will provide you with plenty of footage from which
to choose the clip(s) that best meet the requirements for edTPA. It is also helpful to
have extra footage to use in case of technical problems or the future need for a retake.
• Be natural. While being recorded, try to forget the camera is there (this is good to
explain to your students as well), and teach like you normally do. If possible, record
other lessons prior to the learning segment so that the camera is not a novel item in the
classroom – to you and your students. If using a camera operator, advise him or her not
to interject into the lesson in any way.
• Be sure that the video clip(s) you select and submit have quality audio. Good audio
allows individuals viewing the clip(s) to hear individual voices of students as they are
working on a task or with each other. It is often helpful to view your recording after
each day, so you can check for audio quality and note, with time stamps, possible
examples of evidence for later consideration in choosing the clip(s) you submit.
• Transcribe inaudible portions. The majority of the video should be clearly audible and
show both you and your students. As you view and listen to the video clip(s), note any
inaudible portions where transcription is necessary to help an educator better
understand and evaluate the teaching and learning. You may either provide a transcript
or add captions for these portions. Be selective - you do not need to address all
inaudible comments; select those that were important for moving the lesson forward.
In addition, transcription for this purpose should be limited to addressing audibility
concerns; further analysis or explanation of your teaching belongs in the commentary.
• Address any portions of the video that require translation. Captions or transcriptions
may be necessary if the instruction is in another
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language than English. See the Submission Requirements and your handbook for
specific direction on when translation to English is needed.
• Your video clips are the primary sources of evidence used in scoring Task 2. The
evidence you need to collect for edTPA Task 2 should demonstrate how you engage
students while teaching. Read each prompt AND read each rubric to fully understand all
of the evidence that your video should demonstrate. When choosing your clip(s),
consider what the students are doing. It is helpful to watch your clips to be sure that
they provide evidence for all of the required elements. When responding to a prompt,
provide time stamps from the video to support your written commentary and direct a
scorer’s attention to what you want him/her to see.
• Choose clip(s) that adequately capture the relevant evidence while meeting
requirements for content and length. Review the video footage, using any notes you
have made, to identify excerpts that portray the subject-specific focus required in Task
2. Then go back to select the clip(s) and identify starting and stopping times for the
excerpts. Pay close attention to the minimum and maximum time, length, class/group
size and/or file limits within the Evidence Chart in your handbook: o You may receive
condition codes or risk the evidence you submit only being scored up to the stated time
or length limits if you exceed the number of clips permitted OR if the total time of your
clip(s) exceeds the maximum. If your field allows multiple clips, the length of each clip
may vary. Read the instructions carefully to find whether the maximum length is per clip
or for the combined length of the clips. o Conversely, you may also receive condition
codes if you do not meet the minimum requirement for video length for Task 2.
Condition codes will be applied if the total number of minutes represented in your
clip(s) is less than three minutes and there is not enough scoreable evidence. o Each clip
should be continuous, without any disruption in the footage for the duration of that
selected segment. Any break in the continuity of events signals the start of a new clip to
scorers, so count the number of clips/excerpts submitted as evidence carefully. Caution:
Breaks within a clip due to impermissible editing may also cause scorers to apply
condition codes, as indicated in the submission requirements. o Be mindful of
class/group size requirements, as per your handbook. The minimum number of
students must be present in at least one of your video clips. In addition, any significant
attrition (or placement-specific circumstance) that leads to class/group size significantly
varying from what was described in your context for learning/planning should be
explained in your commentary.
• Be sure to review the instructions for downloading the video and audio from the
camera if you are not already familiar with them and ensure that you backup your
files once downloaded. As soon as the video recording is downloaded, make a backup
copy on a hard drive, a USB drive, or a CD/DVD.
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For a video tutorial that highlights what to consider for successful recording in the classroom, go
to this link: https://www.teachingchannel.org/videos/videotaping-tips-for-teachers
What resources do I need to consider (equipment, software, and tutorials)?
edTPA does not specify the use of any particular equipment, software, tutorials, etc.; although
only certain file types are accepted, as outlined in the Evidence Chart in the edTPA handbooks.
An expensive camera is not necessary for the demands of this assessment. Many cameras in
laptops, tablets, and phones are capable of producing a picture and sound quality that is
suitable for your video needs. However, certain situations (e.g., groupings where the students
are not facing the camera microphone, table groups where many students are talking at once,
lots of ambient noise) may necessitate the use of some kind of external microphone. The only
way to know for certain what is working is to try out the equipment in advance of teaching
your learning segment.
Video equipment and cropping your clips for edTPA: Since the clip(s) you submit for your
edTPA must consist of a continuous teaching without any edits, you will need to use cropping
tools to extract a clip from the longer video you record. If you are new to video recording or to
the camera you are using, be sure to read the instruction manual that comes with the camera.
Even if the manual has been lost, most manuals are available online at the manufacturer’s
website. Manufacturers may also have online tutorials to help you learn how to use the
camera. YouTube has a plethora of videos that demonstrate how to set up and operate a
camera.
The free video editing software that comes with most computers is perfectly adequate for
preparing and saving the clip(s) in the format required in your edTPA handbook. PCs have the
program Windows Movie Maker (found in the START menu under PROGRAMS), while Macs
provide you with iMovie. There are many online tutorials that will support you in learning how
to use these programs. Contact your edTPA coordinator and program IT support for
suggestions.
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Learning Environment
What do I look for when my selecting clip(s) that demonstrate respect and
rapport?
Establishing respect and rapport among and with students is critical for developing a mutually
supportive and safe learning environment. Respect is the positive feeling of esteem or
deference toward a person and the specific actions and conduct representative of that esteem.
Rapport is a close and harmonious relationship in which members of a group understand each
other’s ideas, respectively collaborate and communicate, and consider one another’s feelings.
Both respect and rapport are demonstrated by how you treat students and how they treat
each other, and both should be evident in your video. As you go through your footage, you will
want to find clips that not only feature respectful interactions between you and your students,
but also examples of respectful interactions among your students and/or your interventions
to create and maintain an environment of respect. In your commentary responses, cite
specific scenes from the video clip(s) you select for submission that illustrate the respect and
rapport you have established with your students. Time stamps can be approximate; they need
not be accurate to the second.
How do I demonstrate a positive learning environment that supports and

challenges students?
One of the important characteristics that must be included in your video is evidence that you
have created a learning environment that challenges students and supports them as they work
to meet the challenge. You will want to choose clips that provide evidence that the learning
environment you created not only supports students in learning but also challenges them to
learn at a deeper level. Challenge can be demonstrated by including questions or
opportunities for students to learn content or demonstrate learning beyond their current
performance level. It should be apparent from your students’ and your actions in the video that
the learning environment is primarily designed to promote and support student learning as
opposed to managing student behavior. While it is important that students stay focused, the
atmosphere should be challenging in a way that keeps students engaged and learning.
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Engaging Students
How do I select my video clip(s) to show active engagement of students?
Your video clip(s) should reveal the subject-specific student thinking, analysis, and judgment
required in your learning segment. The video clip(s) should feature instruction where there is
student-teacher interaction and/or student-student interaction and where students have
opportunities to engage in learning tasks that help them learn what you have planned. Both
goals can be achieved through lessons in which you probe students’ thinking and/or facilitate
students in probing each other's thinking so that they can display their depth of understanding
of the content you are teaching. Lessons that require students to only focus on recall of facts
or to practice a set of narrow skills are not appropriate choices for an edTPA learning segment
or video.
In addition, your video clip(s) should provide evidence of how you engaged students in a
learning task (an assignment, a discussion, etc.)—that requires the students to do more than
just participate. In other words, the students should be shown actively using some higher
level thinking skills so that they are developing their conceptual understanding of the
content. In order to provide context for the new learning, you will need to make specific
connections in the clip(s) to their prior academic learning and personal, cultural, and
community assets.
Deepening Student Learning
How do I show that I am deepening student understanding?
The video clip(s) should show how you elicit and build upon student responses during
instruction related to your central focus for student learning. You should ask questions at a
variety of levels of thinking and show how you probe for responses that demonstrate deep
thinking and conceptual understanding.
You can cite any of the interactions in the video (ideally, including time stamps) to highlight
how you prompt, listen to, and respond to students in such a way that you are supporting
them to develop and build on their new learning.
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Choose video clip(s) with teaching strategies and/or student learning tasks that demonstrate
support for learning. The teaching strategies that you choose will determine how well you can
show that you are deepening student understanding. Strategies that do not allow you to
engage in discussion or conversation with students or monitor small group discussions among
students may limit your ability to demonstrate that you are deepening student
understanding. For example, if you deliver a mini-lecture followed by a discussion during which
you check for student understanding, you should focus the video clip on the discussion rather
than on the mini-lecture (which can be described in the commentary as context). How you
structure that discussion is also important. A video clip filled with students answering yes/no
questions, reciting information, reading aloud without conversation, writing silently, etc., will
not reveal how you deepened their understanding of the content to be learned. Rather, the
video recorded discussion should represent an opportunity for students to display or further
their depth of understanding.
What is meant by subject-specific pedagogy?
Each handbook is designed for a specific discipline/subject area and educational level. Each
discipline requires teachers to understand content-specific pedagogy – effective methods of
teaching for the specific discipline and developmental level of the students. Subject-specific
pedagogy includes not just effective approaches to teaching your content, but effective
approaches to teaching your students how to think in your subject area. Carefully review the
Task 2 instructions in your handbook that address subject-specific pedagogy, along with the
accompanying rubric, to determine the subject specific pedagogy/ies you are expected to
demonstrate within your clip(s).
Analyzing Teaching Effectiveness
What is important to consider as I propose changes to the learning segment?
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You should describe what you have learned about teaching the central focus of the learning
segment based on your observations of how your students responded to the instructional
strategies, learning tasks, and materials in the video clip(s) submitted. Be specific about any
changes you would make if you were able to teach the lesson(s) again. The changes may
address some logistical issues (time management, giving directions, etc.), but should mainly
focus on how you would improve the instruction, learning tasks, and/or materials to address
and support students’ individual and collective learning needs in relation to the central focus.
You will also need to cite evidence that explains why you think these changes will work. Cite
specific examples using time stamps from the video clip(s) of student confusion,
misunderstanding, and/or need for greater challenge that informed your proposed changes.
Lastly, explain how principles of research and theory informed your decision-making about the
changes. (Click here to return to the Planning Task explanation of citing research.)
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Instruction Task Key Points
• Video evidence that explicitly depicts you • Sharing your video PUBLICLY on YouTube,
addressing the subject-specific Facebook, or any other website (you must
requirements for Task 2 as described in respect the privacy of students)
your handbook • Choosing a video clip that shows you
• References in your commentary responses making significant content errors
to specific examples found in your video
• Showing disrespect to students or allowing
clip(s)
students to be disrespectful to each other
Time stamps identifying evidence from the
• • Choosing a video clip during which the
video clip(s) in every response
focus is largely classroom management
• Choosing a video clip that does not reflect
your subject-specific focus
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Task 3: Assessing Student Learning
Key Decisions
• What kind of student work should I analyze for
my edTPA?
Analyzing Student
• How specific should the evaluation criteria be?
Learning How do I choose the student work samples (focus
•
RUBRIC 119 students)?
• How detailed should the whole class analysis be?
• What types of student feedback should I include in my

Feedback edTPA?
•
RUBRICS 12 & 13 How do I explain how my
students will understandand use the feedback I give?
Analyzing Students’
Academic Language • How do I identify evidence of my students’ Understanding
and Use understanding and use of academic language?
RUBRIC 14
Use of Assessment to • What do I need to think about when determining

Inform Instruction “next steps” for my teaching?
RUBRIC 15
9
Note: Rubric numbering differs throughout the tasks for Classical Languages and World Language, which also only
have 13 rubrics.
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Assessment Task Key Points
Analyzing Student Learning
What kind of student work should I analyze for my edTPA?
For Task 3, you will select ONE assessment that was given to the whole class during your
learning segment. The assessment must reflect each student’s individual work; it cannot be the
work of pairs or groups of students. Because this task focuses on your ability to analyze student
work, self- and peer-assessments are not appropriate. You will analyze the work of all of the
students in the class and you will select three student work samples for more detailed
analysis and discussion using the ONE assessment. The work sample must be the actual
student work analyzed. Checklists and rubrics may also be submitted, but only if they are
accompanied by the work samples that were analyzed using these assessment tools.
Depending on the field, student learning can be captured through video clips, audio files,
photographs, or other media. Check your handbook for details about requirements and options
in your subject area.
NOTE: Early childhood candidates – Refer to the Early Childhood handbook to verify the
multiple sources of evidence required for your edTPA Task 3. Physical Education candidates
must submit a video work sample and 1–2 written work samples in order to assess all three
learning domains. Refer to these handbooks to identify the multiple sources of evidence
required for your edTPA Task 3.
The ONE assessment you choose to analyze should align with the central focus and one or
more of the stated learning objectives of your learning segment; and should provide students
with an opportunity to demonstrate an understanding of those objectives. The assessment you
choose may be formal or informal, formative or summative, but it needs to result in evidence
of student learning according to the evaluation criteria you describe.
You are expected to analyze your students’ thinking and learning—not just, for example, assess
whether they can recall a set of important facts or essential vocabulary terms. The assessment
you design and analyze should allow the students to demonstrate their thinking in some way.
Keep in mind that you learn less about what your
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students are thinking and learning from multiple-choice questions or single-word response
questions than from open-ended questions, writing samples, performance tasks, projects,
problem sets, lab reports, or other more complex assessments.
Back to Assessment Task Key Decisions Chart
How specific should the evaluation criteria be?
The evaluation criteria you use should make clear to you (and ideally to your students) the
features or qualities of the students’ work that will be assessed: for example, the accuracy of
students' responses; the quality of their communication; the depth, originality, or creativity of
their ideas; where the students are in their conceptual development for a particular idea; or the
mechanics of doing a task. Most importantly, your evaluative criteria should:
• Align with the objectives of the learning segment.
• Measure the outcomes of your learning segment as related to the central focus.
• Address the elements of the subject-specific emphasis as defined in your edTPA
handbook.
Your handbook glossary also provides a definition of evaluation criteria.
How do I choose the student work samples (focus students)?
After analyzing the whole class data, review the patterns of learning you found. Choose three
work samples from focus students that illustrate identified patterns from your analysis. You
want to choose work samples that are representative of the whole class and show the range of
performance on the assessment so that you can point to specific examples of the
understandings, misunderstandings, and patterns of errors that you discuss in the whole class
analysis.
At least one of the student work samples must be from a focus student with a significant
learning need. California candidates must include a work sample from at least one English
learner.
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NOTE: Most handbooks ask you to select the focus students after analyzing the whole class
data. However, if you are providing a video work sample, you must select your focus students
earlier in the process in order to ensure you will have video evidence of their
work/performance. Consult your handbook carefully to see which work sample formats are
required or accepted for your subject area. If you must select a focus student in advance due to
video requirements or the nature of student work (such as an oral presentation that you plan to
film), consider prior performance to select a range of students.
How detailed should the whole class analysis be?
Your analysis will examine data/performance from the whole class, with a more detailed
examination of the three focus student work samples to select appropriate examples to
illustrate key points in your analysis. Once you have assessed each focus student’s work sample,
you need to present both a quantitative and qualitative analysis of how well all your students
performed. These analyses can help you move to a discussion of patterns of learning.
Consider asking yourself the following questions when reviewing student data: What did many
or most students understand and how can you use the work sample(s) to demonstrate that
understanding? What were common errors or partial understandings? How can you use the
focus student work samples and your knowledge of their instruction to hypothesize why
students might have made those errors? What, if anything, did students who succeeded or
made errors have in common (e.g., strong or struggling readers, English learners, understanding
of an underlying concept that allowed them to understand other concepts)? Your response
should indicate that you understand how well your students have understood the content and
what they need to continue to work on.
You do not need to provide multiple examples in your analysis to illustrate a point; one clear
example will suffice. In your analysis, be sure to address all your evaluation criteria and all the
bulleted items of the subject-specific elements in your handbook.
Feedback
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What types of student feedback should I include in my edTPA?
The feedback to focus students should offer students clear and specific information on their
performance related to the lesson objectives and should align with the evaluation criteria for
your analyzed assessment. You should not provide a description of the feedback, but rather
submit the specific feedback given to the focus students. The feedback can be written on work
samples, provided orally within video work samples, or provided in separate video or audio
files, as long as it is the actual feedback given directly to the focus students.
Effective feedback to students on the work samples will denote areas where they did well
and where they need to improve related to the specific learning objectives. Marking the
percent correct and providing non-specific comments such as “Good job” are not sufficient, as
students will have little idea of what exactly they did well. In contrast, specific comments such
as “Effective word choice” or “Well-supported conclusion” direct attention to the details of
their performance related to the central focus, thereby deepening their understanding of the
qualities of their work.
The same goes for feedback that focuses on areas that need improvement. Citing only the
number of problems/questions a student got wrong is not sufficient. In order to identify an area
for improvement, students need to know specifically what it is that needs attention. For
example, comments such as “Your topic sentence needs more focus” or “Let’s review the
relationship between slope and the y-intercept, because I see you are making the same error in
several problems (items 2, 7, and 12)” give students information necessary for targeting their
improvement.
How do I explain how my focus students will understand and use the feedback I
give?
The purpose of giving feedback is to help your students understand what they know and can do
and what they still need to work on. Research shows that the opportunity to apply feedback
promotes learning. When responding to this prompt, make sure you describe specific
opportunities for the focus students to understand and use feedback. What are you going to
do to ensure that students understand the feedback that they were given? Think about
strategies for feedback that address common themes across most of the class and also attend
to unique student work. Then think about the upcoming
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lessons and the feedback given to the students. What opportunities are there in the next
lessons for the focus students to apply the feedback? Would revision of the work sample be a
more powerful learning experience? Is there additional support that might scaffold the
application of the feedback and accelerate learning? Do the focus students have different
needs that imply different choices? Your explanation should demonstrate that you have
considered how and when students might best apply the feedback to support or extend their
learning.
Analyzing Students’ Academic Language Understanding and Use
How do I identify evidence of students’ understanding/use of academic language?
In your Assessment Commentary, you will respond to a prompt asking for evidence of the
extent to which your students succeeded in their use of academic language (the identified
language function, vocabulary, and additional language demands) to develop content
understandings. In your analysis, you need to explain how your students used academic
language, and you must support your explanation by citing specific evidence from video clip(s)
(from Task 2 or a new clip) and/or student work samples.
When referencing specific evidence from the video clip(s) or the work samples, describe the
extent to which students are able to understand and use the language and how it relates to
their developing understanding of the content. Are they struggling with some vocabulary words
and able to use others accurately in context and if so, what does that mean about what they
are understanding and not understanding about the content? What quote from a video or work
sample demonstrates this? Ask these questions when you consider how to analyze and provide
evidence of your students’ language understanding and use in relation to language functions,
discourse and/or syntax. Remember to focus on the language use of your students – how they
are developing use of the language you wanted them to learn and use; not your own
language use.
You can provide evidence from any or all of the following sources:
• The video clip(s) from Task 2 (Instruction) – Provide time stamps

• An additional video clip submitted just for Task 3 – Academic Language (See handbook
for instructions and provide time stamps as necessary)
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• Student work samples from Task 3
Remember that your evidence of student language use, no matter what source/s you use,
needs to go beyond students parroting back definitions of unfamiliar words. Rather, the
examples should show evidence of students’ language use (e.g., speaking or writing or
performing) in ways that are helping them understand and practice the language demands
(function, vocabulary, discourse/syntax) of your learning segment in relation to content
learning. Remember to consider how the evidence you provide relates to how your students
are developing content understandings.
(NOTE: Academic Language rubrics in Early Childhood handbooks address children’s vocabulary
only. World Language and Classical Languages handbooks do not include these rubrics.)
Use of Assessment to Inform Instruction
What do I need to think about when determining “next steps” for my teaching?
Informed by your analysis of the students’ performance in the learning segment (Assessment
Commentary Prompt 1), "next steps" should detail the instructional moves you plan to make
going forward for the whole class, with particular emphasis on the focus students and other
individuals or groups of students with specific needs. Be sure to reference both student
learning needs and strengths in your commentary.
The next steps that you propose should follow very specifically from the data analyzed in
Prompt 1 of Task 3. What did some or all of the students do well? What didn’t they understand
or do well? In future lessons, how can you challenge students who did well? What will you do in
order to help students meet the learning objectives they were unable to meet?
Think about your focus students and their performance. What does their performance suggest
that you need to do in next lessons? Are there other students in the class who could benefit
from the same changes, follow-up, review, or challenge? How can you support the further
development of students with differing needs? What does the research and theory you learned
suggest would be effective strategies to meet these varied needs? Be sure to explain how you
chose your next steps based on your analysis of student strengths and needs as well as research
and theory. (Click here to return to the Planning Task explanation of citing research.)
39
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Assessment Task Key Points
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• Analysis of ONE assessment that allows • A lengthy list of learning objectives being
students to display a range of measured, many of which are not closely
understanding of the specified related to the analyzed assessment
subjectspecific elements of your central • An assessment that only allows students to
focus (EXCEPTION: See handbooks for display a narrow range of knowledge and
Early Childhood and Physical Education for skills
requirements for multiple assessments.)
Focus student work samples that represent • An assessment that was completed by a
• group of students, not individually.
a range of performance on the chosen
assessment(s) (Condition Code G may be applied if at
A focus on important trends in student least some portion of the submitted
• performance, supported by examples from assessment evidence does not
focus students’ work samples demonstrate your analysis of individual
learning.)
Explanation of any modifications made to
• a chosen assessment in order to address • Self-assessments, peer assessments, and
student learning needs (i.e., differentiated checklists or rubrics without the student
versions of the same assessment) Concrete work analyzed
evidence of feedback for each focus • Superficial analysis of student learning
• student (e.g., there is no citation of evidence from
Concrete evidence of academic language student work samples or the analysis
• use (from video clip and/or student work focuses on trivial aspects of the
samples) and support for that use performance)
• Misalignment between evaluation criteria,
learning objectives, and/or analysis
• Feedback that is developmentally
inappropriate or disrespectful to students,
or that contains significant content
inaccuracies
• Vague descriptions of how focus students
will understand and apply the feedback
they received for the assessment analyzed
• Analysis of your use of academic language
instead of students’ use
• Identifying next steps for learning that are
not related to your analysis of student
learning
41
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Making Good Choices: A Support Guide For Edtpa Candidates

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Making Good Choices: A Support Guide For Edtpa Candidates

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MAKING GOOD Planning

Planning Ahead • How do I get started with my edTPA preparation?

• What evidence do I have to submit?

• How do I understand the rubrics?

How do I get started with my edTPA preparation?

Back to Getting Started Key Decisions Chart

What evidence do I have to submit?

Back to Getting Started Key Decisions Chart

How do I represent my thinking and teaching in writing?

• Respond to commentary prompts in either bulleted or narrative form.

• Move beyond showcasing or summarizing your classroom practice. Write your

Back to Getting Started Key Decisions Chart

Understanding the Rubrics

How do I understand the rubrics?

Back to Getting Started Key Decisions Chart

Planning Commentary & Rubrics

Instruction Commentary & Rubrics

Assessment Commentary & Rubrics

AGR - Agriculture EAL - English as an Additional Language

• How do I identify the academic language demands of a

Planning Task Key Points

Planning for Content Understandings

What is my subject area emphasis?

Back to Planning Task Key Decisions Chart

Back to Planning Task Key Decisions Chart

How do I develop a learning segment with a central focus?

Back to Planning Task Key Decisions Chart

What should I include in my lesson plans?

Back to Planning Task Key Decisions Chart

What if I have particular lessons that I am required to teach in a prescribed way or

Back to Planning Task Key Decisions Chart

What information should I convey about my students when describing my class?

Back to Planning Task Key Decisions Chart

When describing your students’ personal/cultural/community assets, language development,

Back to Planning Task Key Decisions Chart

How specific do my references to research and theory have to be?

Back to Planning Task Key Decisions Chart

How do I identify the academic language demands of a learning task?

edTPA requires you to

Step 1. Choose a Language Function

Step 3: Identify Additional Language Demands

Back to Planning Task Key Decisions Chart

Objective for a sample Learning Task: Evaluate a friendly letter

Identified Language Demand Instructional Support Examples

Function: evaluate Discuss what “evaluate” means, model

Vocabulary: greeting, salutation, body… As a class, define vocabulary and create

Discourse: structure and elements of a Model – discuss and identify the

Back to Planning Task Key Decisions Chart

What kinds of assessments should I choose for my edTPA learning segment?

Back to Planning Task Key Decisions Chart

How do I allow students with specific needs to demonstrate their learning?

Back to Planning Task Key Decisions Chart

What to Include What to Avoid

Engaging Students • How do I select my video clip(s) to show active

RUBRIC 7 engagement of students?

What are my professional responsibilities for maintaining confidentiality?

Back to Instruction Task Key Decisions Chart

What are the features of a quality edTPA video?

There is no requirement or expectation for you to create a professional-quality production. The

Back to Instruction Task Key Decisions Chart

How do I prepare my edTPA video recordings for my learning segment?

Back to Instruction Task Key Decisions Chart

What resources do I need to consider (equipment, software, and tutorials)?